Alignment to Assessment Standards and Purpose of Lesson

• RI.6.2 – Opening A: Students complete an entrance ticket in which they write one sentence that captures the central idea of the Captain Pratt speech excerpt, which they analyzed during the previous lesson.
• RI.6.1 – Work Time A: Students listen to Zitkala-Sa’s “The Land of Red Apples” read aloud and use evidence from the text to answer questions on the Analyze Point of View: “The Land of Red Apples” note-catchers.
• RI.6.2 – Work Time A: Students identify and describe key ideas in “The Land of Red Apples” on their note-catchers.
• RI.6.6 – Work Time A: Students begin to fill out their Analyze Point of View: “The Land of Red Apples” note-catchers, answering questions about Zitkala-Sa’s point of view, including how it is conveyed through specific words in the text.
• SL.6.1d – Work Time A: Students listen to “The Land of Red Apples” read aloud and review its key ideas.
• RI.6.1 – Work Time B: Students participate in a close read of “The Land of Red Apples” and use textual evidence to answer questions about the text. The Close Reading Guide lists the text excerpts, key questions to ask students, and instructional moves required. Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in a collaborative discussion about the text.
• RI.6.4 – Work Time B: During the close read, students determine the meaning of words as they are used in the “The Land of Red Apples.”
• RI.6.6 – Work Time B: During the close read, students answer questions about the author’s point of view toward the people, places, and experiences that she describes in the text.
• L.6.4a – Work Time B: During the close read, students use context to answer questions about the meanings of unfamiliar words in the text.
• L.6.4c – Work Time B: During the close read, students use dictionaries to determine the precise meaning of unfamiliar words in the text.
• L.6.4d – Work Time B: During the close read, students use dictionaries to verify the preliminary meanings of unfamiliar words in the text.
• L.6.5a – Work Time B: During the close read, students examine the author’s use of figurative language in the text.
• L.6.5c – Work Time B: During the close read, students determine the connotation of words used by the author and explain how the connotations differ from those of words with similar denotations.
• RI.6.6 – Closing and Assessment A: Students return to their Analyze Point of View: “The Land of Red Apples” note-catchers to answer additional questions about the author’s point of view.
• Students focus on working to become ethical people by showing compassion and empathy as they listen to Zitkala-Sa’s experience and close read her text “The Land of Red Apples.” Students focus on working to become effective learners by collaborating as they work in pairs throughout the close read.

Opportunities to Extend Learning

• An optional Mini Language Dive, intended for use after students first listen to “The Land of Red Apples” read aloud during Work Time A, is available in the Teacher’s Guide for English Language Learners. ▲
• Students who are genuinely moved by Zitkala-Sa’s piece may ask to read more about her American Indian boarding school experience; encourage them to read the full account of her experience, which is available online in its entirety. Students may also want to begin thinking about and freewrite journaling about how Zitkala-Sa’s experience informs the guiding questions; What kinds of experiences did students have at American Indian boarding schools? How did these experiences impact students?

How It Builds on Previous Work

• In the previous lesson, students read a supplemental text, a speech by Captain Pratt, to build background information on American Indian boarding schools. The learning around American Indian boarding schools continues in this lesson through the experience of Zitkala-Sa, a member of the Yankton tribe and a student at a boarding school. Examining the boarding schools from the perspectives of two different historical figures allows students to practice determining an author’s point of view and purpose, and explaining how it is conveyed in a text.

Support All Students

• Note that there is a differentiated version of the Entrance Ticket: Unit 1, Lesson 4 used during Opening A in the separate Teacher’s Guide for English Language Learners. ▲
• “The Land of Red Apples” is the account of a young girl arriving at an American Indian boarding school for the first time. The narrative explores her feelings of fear and sadness as she is removed from her family and attempts to adjust to unfamiliar surroundings. A close read provides a space for students to engage deeply with the reading's content and examine their own feelings about it.
• In “The Land of Red Apples,” the narrator refers to herself and other children as "bronzed" and calls the white administrators of the boarding school "palefaces." These outdated descriptions may evoke a response from students. Encourage them to practice empathy, putting themselves in the mindset of the young narrator who lived many years ago and was attempting to make sense of the new people around her.
• The language of “The Land of Red Apples” is complex. It features academic vocabulary, many embedded clauses, and a style that is somewhat antiquated. A close read helps students understand the text's ideas and provides opportunities to practice strategies for discerning the meaning of unknown words. To further support ELLs through the close read, consider providing students with the gist of the text ahead of time (This text is about a girl who leaves her family to attend an American Indian boarding school). Since central idea is not the focus of the close read, providing this information ahead of time supports students' comprehension without disrupting their learning. ▲
• Students may need additional support with recording their answers on their note-catchers. Consider sitting those students in a group together for support when necessary.

Assessment Guidance

• Review students’ Analyze Point of View: “The Land of Red Apples” note-catcher and note students who may need additional practice in listening comprehension.
• Review students’ Close Read: “The Land of Red Apples” note-catchers to ensure students understand Zitkala-Sa’s point of view.

Down the Road

• In the next lesson, students will read excerpts of the Meriam Report. Students will determine key ideas and analyze the author’s point of view. They will participate in a Jigsaw protocol which asks them to become experts of a specific excerpt and then share their knowledge with their peers.